Title of Story: THE THREE LITTLE FISH AND THE BIG BAD SHARK Author/Illustrator: Ken Heist and

Julia Gorton Age Group: kindergartens (4 ! "ears# Number of Children: $% Date of Storytelling: &onda"' &ar() $*t)' +%$% ,)en I -egan to .re.are /or t)is e0.erien(e I de(ided to resear() so1e ()ildren2s -ooks online3 A/ter t)is I de(ided to go to t)e -ookstore to see and read stor"-ooks )ands on3 T)erea/ter' I read (ountless ()ildren2s -ooks and one s.e(ial stor"-ook (aug)t 1" interest3 T)is -ook ignited 1" i1agination' ideas' and /uture .lanning /or t)is e0.erien(e3 I ()ose t)e -ook 4THE THREE LITTLE FISH AND THE BIG BAD SHARK5 -" Ken Heist and Julia Gorton3 T)is -ook (ontained all t)e ele1ents I 6as looking /or to -ase 1" e0.erien(e on3 It in(luded 7ualit" literature' a si1.le .lot' and /as(inating illustrations3 T)is stor" 6as an e0(ellent ()oi(e -e(ause it takes .la(e under6ater and t)e .lot )as a sus.ense/ul t6ist3 Nonet)eless' t)is -ook rese1-les 1" /a8ourite -ook /ro1 ()ild)ood 4T)e T)ree Little 9igs35 I ()ose 1" -ook -ased on t)e .lot o/ t)e stor" and t)e ()ara(ters 6it)in it3 T)e 1o1ent I 6alked into t)e -ookstore I -egan to look /or a stor" 6it) an interesting -ut si1.le .lot along 6it) ()ara(ters t)at 6ould not -e di//i(ult to (reate3 :n(e 1" -ook 6as ()osen I got ins.ired -" 1an" ideas in order to 1ake t)is stor"-ook (o1e to li/e3 ,)en ()ildren )a8e t)e .ro.s in realit" it gi8es t)e1 t)e o..ortunit" to )a8e a )and on e0.erien(e3 T)is e0.erien(e allo6s t)e1 to -e a(ti8el" engaged and a(ti8e t)roug)out t)e stor"3 I de(ided to -ring e8er" .ro. 6it)in t)e stor" into e0isten(e3 T)ese .ro.s in(lude t)e 1ot)er /is) and )er t)ree kids Ji1' Ti1' and Ki13 In addition' I de(ided to (reate t)e -ig BAD s)ark' t)e sea)orse' sea6eed )ouse' sand (astle' and t)e

sunken s)i.3 I (reated t)e /is) -" tra(ing it on (oloured /elt' stu//ing it 6it) (otton and se6ing it toget)er3 T)e s)ark 6as (reated -" a large .lasti( (oke -ottle' sa6ing o// t)e to.' and 6ra..ing it in gre" /elt3 T)e /ins 6ere .rodu(ed se.aratel" -" /elt' 6)i() 6ere stu//ed 6it) (otton and se6n toget)er3 T)is allo6ed 1e to glue t)e1 onto t)e s)ark indi8iduall"3 T)e teet) 6ere 1ade -" (utting 1ars)1allo6s into .oints and lea8ing t)e1 out to )arden3 :n(e t)e" 6ere )ardened' I t)en glued t)e1 onto t)e inside o/ t)e 1out)3 T)e sunken s)i. 6as (reated -" (utting a (ard-oard -o0 and .ainting it -ro6n3 In order to 1ake it look old' I de(ided to -reak .o.si(le sti(ks in )al/ and glue t)e1 onto t)e (orner o/ t)e s)i. o8erla..ing ea() ot)er3 T)is 6ould gi8e t)e a//e(t o/ old 6ood t)at )ad -een -roken due to t)e detri1ental e//e(ts o/ t)e o(ean3 T)e sea6eed )ouse 6as /or1ed out o/ a -o03 I .ainted it green t)en (o8ered it 6it) green 1oss' in order /or it to rese1-le sea6eed3 T)e sand (astle 6as (onstru(ted -" a kleene0 -o0' 6)i() 6as designed like an o(ean3 T)e .illars o/ t)e (astle 6ere 1ade -" toilet .a.ers rolls 6)i() I )ad .ainted -ro6n3 I11ediatel" a/ter t)e" 6ere .ainted I rolled t)e .illars into -ro6n sugar in order to gi8e it a sand" e//e(t3 T)e .oints on t)e .illars 6ere 1ade -" (onstru(tion .a.er 6)i() I rolled into (ones3 :n(e t)is 6as (o1.leted I glued t)e1 on to. o/ t)e .illars3 T)e sea)orse 6as 1ade -" dra6ing it on "ello6 (onstru(tion .a.er and t)en (utting it out3 A/ter it 6as (ut out I glued it on a long 6ooden sti(k3 T)is allo6s t)e ()ild to )old it like a .u..et /ro1 t)e -otto1 o/ t)e sti(k3 T)e sea)orse 6as t)en (o8ered 6it) "ello6 s.arkles to (a.ture t)e ()ildren2s attention3 Lastl"' I (reated an o(ean -a(kground /ro1 Bristol -oard3 I (o8ered it in lig)t -lue 6ra..ing .a.er 6)ile lea8ing t)e to. a darker s)ade o/ -lue3 I t)en (ut s7uiggl" lines a(ross t)e dark -lue area so it 6ould -e si1ilar to o(ean 6a8es3 In order to (reate t)e /ull a//e(t o/ t)e o(ean I de(ided to glue on seas)ells'

sea6eed' (oral' and a star/is) at t)e -otto1 o/ t)e o(ean -oard3 :n(e all t)e .ro.s )ad -een .rodu(ed' I .ur()ased an o(ean .rint s)o6er (urtain3 T)is 1at is a great 6a" to /eel as i/ "ou 6ere reall" in t)e dee. -lue sea3 T)e ()ildren 6ill sit on it during t)e stor"3 T)is s()e1e 6ill 1ake t)e ()ildren /eel as i/ t)e" 6ere in t)e o(ean a(ting out t)e stor"3 During t)e .ro(ess I 6as stri8ing /or a realisti( a1-ian(e in order /or t)e ()ildren to /eel as i/ t)e" 6ere dire(tl" in t)e stor" 6it) t)e ()ara(ters and t)e .ro.s3

Purpose: T)is e0.erien(e 6ill 1eet t)e needs and interests o/ t)e ()ildren -" en)an(ing t)eir so(ial and (ogniti8e skills3 It 6ill strengt)en t)eir 1ental skills -" a(7uiring kno6ledge and learning )o6 to a(t out a stor" t)at is -eing read to t)e13 T)is in(ludes; reasoning' intuition' and .er(e.tion3 It gi8es t)e1 t)e o..ortunit" to -e in8ol8ed 6it) e8er"one and to 6ork as a tea1 in order to -ring t)e stor" to li/e3 Ea() ()ild 6ill )a8e t)e ()an(e to in(or.orate a s(enario /ro1 t)e stor" into t)e stor"telling e0.erien(e3 T)e ()ildren 6ill -e attenti8e and interested due to t)e sus.ense/ul .lot and realisti( .ro.s3 T)e" 6ill i1.le1ent t)eir t)oug)ts and /eelings into our stor"telling e0.erien(e3 T)is grou. e0.erien(e 6ill gi8e t)e1 t)e o..ortunit" to learn )o6 to .a" attention to t)e stor" 6)ile 6aiting /or t)eir ()ara(ter to a..ear3 In addition' it 6ill )el. t)e1 learn )o6 to a(t out a ()ara(ter -ased on 6)at is -eing read in t)e stor"-ook3 T)e ()ildren 6ill dis(o8er ne6 6a"s o/ learning t)roug) ele1ents o/ a stor"-ook and a 6)ole stor" ti1e e0.erien(e3

Introduction: T)e ()ildren are to -e sitting 7uietl" on t)eir -otto1s 6it) t)eir )ands on t)eir la.3 :n(e t)e" )a8e /ul/illed t)is e0.e(tation' 6e 6ill start -" singing our 4good 1orning2 song3 Content: $3 La" do6n t)e o(ean 1at and in8ite all t)e ()ildren to sit on t)e 1at in a (ir(le3 +3 Tell t)e ()ildren to sit 7uietl" on t)eir -otto1s 6it) t)eir )ands on t)eir la.3 <3 Introdu(e t)e (ir(le ti1e e0.erien(e t)roug) a lo8el" song3 Good morning, good morning, good morning, to (each childs name). Your face is like sunshine, you bring me good cheer! Good morning, Good morning, and Im glad that your here!5 43 Introdu(e t)e -ook 6it) t)e grou. o/ ()ildren -" reading t)e title and 1aking sure t)e" )a8e a good look at t)e illustrated (o8er3 T)is 1a" gi8e t)e ()ildren so1e insig)t on 6)at t)e -ook 1a" -e a-out !3 Read t)e stor"-ook /irst -e/ore )anding out t)e .ro.s in order to -uild u. t)eir e0(ite1ent and interest3 =3 Read 6it) a (lear tone o/ 8oi(e and use di//erent 8oi(es /or ea() ()ara(ter to kee. t)e1 in8ol8ed and interested3 >3 A/ter reading t)e stor"' sa" to t)e ()ildren 4look at t)is s.e(ial -o0' I 6onder 6)at is in it35 Let t)e1 6onder a-out 6)at t)e -o0 (ontains and 6)ile so1e are guessing o.en it to re8eal 6)at is inside3 *3 Assign a .ro. to ea() ()ild and let t)e grou. kno6 t)at 6)en t)eir ()ara(ter or .ro. a..ears in t)e stor" to take .art in it3 Gi8e t)e ()ildren so1e ti1e to tou()'

/eel' and anal"?e 6)at t)e" are )olding3 (Teaching Strategy: Sensory Engagement) @3 :n(e t)e stor"telling is (o1.leted -e sure to let t)e ()ildren kno6 )o6 6ell t)e" 6orked toget)er as a tea1 and 6)at a great Ao- t)e" did 6it) t)eir ()ara(ter or .ro.3 (Teaching Strategy: Behaviour Reflections) $%3 Ask 7uestions su() as 46)o 6as "our /a8ourite ()ara(ter in t)e -ook5 or 46)o t)oug)t Ji1' Ki1' and Ti1' 6ould )a8e sur8i8ed /ro1 t)e -ig -ad s)arkB5 9ro1.t t)e ()ildren to e0.and on 6)at t)e" are sa"ing3 (Teaching Strategy: uestions) $$3 End 6it) a (losing song in order to -ring t)e energ" le8el do6n3 Put your finger o er your li! like this, !ut your finger o er your li! like this. "lose your mouth #ith a $i!, !ut your finger o er your li!, !ut your finger o er your li! like this. %hhhhhhhh.& $+3 Transition ea() ()ild to an a(ti8it" in a (reati8e 6a"3 Cse "our i1agination -" sa"ing 4I/ "ou are 6earing -lue like t)e o(ean "ou 1a" go to an a(ti8it"35 4I/ "ou are 6earing "ello6 like Ji1 t)e /is) "ou 1a" go to an a(ti8it"35 4I/ "ou are 6earing gre" like t)e -ig -ad s)ark "ou 1a" go to an a(ti8it"35 Ending: T)e ending song is to (lose t)e (ir(le ti1e e0.erien(e and to -ring t)e energ" le8el do6n so t)e" (an .ro(eed to an a(ti8it"3 Put your finger o er your li! like this, !ut your finger o er your li! like this. "lose your mouth #ith a $i!, !ut your finger o er your li!, !ut your finger o er your li! like this. %hhhhhhhh.&

Transition: Transitioning is an ele1ent used to )el. ()ildren 1o8e to t)e ne0t .art o/ t)eir da"3 I )a8e de(ided to use 1" i1agination -ased on t)e stor"3 I 6ill sa" to t)e ()ildren 4I/ "ou are 6earing -lue like t)e o(ean "ou 1a" go to an a(ti8it"35 4I/ "ou are 6earing "ello6 like t)e /is) Ji1 "ou 1a" go to an a(ti8it"35 4I/ "ou are 6earing gre" like t)e -ig -ad s)ark "ou 1a" go to an a(ti8it"35 T)is .ro(ess 6ill (ontinue until all t)e ()ildren )a8e -een transitioned to an a(ti8it"3

!ollo"#up $%servation & Reflection: :n(e I )ad introdu(ed t)e stor"-ook all t)e ()ildren -egan to get e0(ited and one ()ild .ointed out t)at it rese1-les t)e stor" o/ 4T)e T)ree Little 9igs35 ,)en I s)o6ed t)e1 t)e -o0 I -egan to ask t)e1 6)at t)e" t)oug)t 6as in it3 So1e ()ildren )ad raised t)eir )and to take a guess3 T)e" 6ere an0ious and .atientl" 6aiting /or 1e to re8eal 6)at 6as inside t)e -o03 :n(e I started to .ull out t)e .ro.s t)e" 6ere s)outing out 6)i() one t)e" 6anted3 I told t)e1 to raise t)eir )and and as t)e" all (o1.lied' I ga8e ea() one t)eir .ro.3 As I 6as reading it and 6at()ing t)e1 t)e" a(ted out t)e stor" reall" 6ell3 A/ter I read t)e stor" t)e" asked ni(el" to re.eat t)e stor"telling e0.erien(e3 A/ter doing it o8er /or t)e se(ond ti1e' t)e" .olitel" asked to do it on(e 1ore3 T)e" all -egan to s6it() t)eir .ro.s in order to take on a di//erent role in t)e stor"3 A/ter 6e )ad (losed our (ir(le e0.erien(e t)e" 6anted to )a8e .la"ti1e 6it) t)e .ro.s so I allo6ed t)e1 under 1" su.er8ision3 T)roug)out 1" stor"telling e0.erien(e and 1" .re8ious kno6ledge in t)is area' I )a8e learned t)at ()ildren a-sor- and learn ne6 t)ings t)roug) a )ands on e0.erien(e3 T)is o..ortunit" ga8e t)e1 a ()an(e to learn )o6 to take on di//erent roles

and 6)at it is like to /eel as i/ t)e" 6ere a.art and in8ol8ed in t)e stor"3 It ga8e e8er"one an o..ortunit" to /eel in(luded and to 6ork as a tea13 In addition' I )a8e learned t)is e0.erien(e )el.s t)en (ogniti8el"' -" generating 1ental i1ager" and (reating (ausal links -et6een t)e ()ara(ter and t)e1sel8es in realit"3 In t)e /uture' I 6ould introdu(e t)e ()ara(ters and re8eal t)e .ro.s -e/ore reading t)e stor"-ook3 T)is 6ill gi8e t)e ()ildren a -etter understanding o/ 6)o t)eir ()ara(ter is and 1ake it easier /or t)e1 to kno6 t)eir role3 T)e /is) ()ara(ters 6it)in 1" stor" looked si1ilar' 6)i() 1ade it di//i(ult /or t)e1 to de(i.)er 6)i() /is) t)e" )ad in t)eir )and3 T)is e0.erien(e de/initel" )el.ed 1e gro6 and de8elo. as an earl" ()ild)ood .ra(titioner3 It )el.ed 1e to understand 6)at it is like to .lan a grou. e0.erien(e and also to -e t)e one in (ontrol o/ t)e (lass3 Gaining t)is o..ortunit" assisted 1e in reali?ing 1" 1istakes' learning -etter 6a"s to integrate t)e .ro.s 6it)in t)e stor"telling e0.erien(e' and t)e use o/ -etter strategies /or t)e /utureD

The Three LITTL !ish and the "IG "ad Shar#$

Su-1itted B"E A1anda DeFristo/aro Su-1itted ToE Farol Reid Su-1itted DateE Tuesda"' &ar() +<' +%$% EFE %+< %$